Post-communicative methodologies nowadays provide instructors with multiple curricular models to reimagine their syllabi, design creative assignments, and prepare their lessons. Yet, challenging topics are still often avoided, fearing students' limited language proficiency. Conversely, compelling content--carefully presented and pedagogically…

Advanced Placement (AP) courses within secondary English education can fail to meet the needs of gifted students in the postmodern era. Because AP courses often are standardized, despite the College Board's efforts to allow freedom in course design, gifted students, as especially attuned to discrepancies between practice and theory, are being…

Determined high school sophomores are desirable candidates for advanced placement European history courses. One high school's experience in implementing such a program is discussed. (RM)

Explores the assumption that issues-centered instruction is fine for advanced students but too difficult for low-achieving adolescents when reviewing case studies of world geography classes composed of low-achieving students. Concludes that teachers confront numerous difficulties in planning and implementing issues-centered instruction for…

Describes the Music Honors Program in Millburn (NJ) High School. Discusses student selection, program characteristics, and the importance of public performances. Concludes that the program helps maintain student interest in music and gives music more equitable status within the school curriculum. (CFR)

In 1973 an innovative, interdisciplinary global studies course was instituted at a secondary school in Ontario. Designed for advanced students at the grade 13 level, the course emphasized science, language arts, and mathematics issues in terms of the world's environmental and social problems. Rationale for the course included an awareness of the…